Edition 4
11- AIRBRAKES AND SPOILERS
The aim of this exercise is to introduce the effects of the
airbrakes or spoilers, and to practice coordinating them with
the elevator.
Before introducing this exercise the trainee should have:
C reasonable elevator, aileron and rudder coordination
C good speed control.
BRIEFING
Airbrakes
The airbrake's primary effect is to create
variable amounts of extra drag, which
comprises profile drag and induced drag in
proportions dependent on the glider’s speed.
The extra drag increases the vertical rate of
descent and worsens the glide ratio. The more
the airbrakes are extended, the greater the rate
of descent and the steeper the glide. For
example, the glide ratio of a K13 at 55kt,
airbrakes closed, is about 25:1. If the same
airspeed is maintained, full airbrake reduces this
to approximately 6:1.
The airbrakes of most gliders are only speed
limiting if the dive angle is 45° or less, but for
some the angle may be only 30°. Very few gliders, have
airbrakes which can limit the airspeed in a vertical dive to the
never exceed speed (VNE), or lower.
Airbrakes can cause the glider’s speed to decay very rapidly, an
effect which is particularly marked when approaching through a
wind gradient. Airbrake/elevator coordination, with good
speed monitoring and control, are crucial in the airbrake
exercises. To maintain a given speed when using the airbrakes,
the attitude will need adjusting; nose-down when they're
opened, and nose-up when they're being closed.
They can also cause pitch changes, nose up or nose down,
usually small, but again type dependent.
Depending on whether you are either opening or closing the
airbrakes, the operating forces may increase significantly with
speed. At higher speeds they may suck out once unlocked, and
on some gliders they can then deploy fully and violently. The
airbrakes may also be much harder to close at higher speeds.
The small loss of lift airbrakes cause when deployed can
increase the stalling speed by an amount which is type
dependent; a relevant point when considering landing or
ballooning.
Opening the airbrakes redistributes the lift loads on the wing by,
in effect, dividing the wing into three sections; inboard section,
airbrake section and outboard section. The lift contribution
from the airbrake section is reduced, and result is an increase in
the bending loads on the outboard sections; their 'pivot point'
now being the outboard edge of the brake boxes. These
changes typically reduce the glider’s normal positive G
limitations from +5.3 to +3.5, which is about 30% (figure 1).
Section 2 11-1
July 2017
Spoilers
Spoilers primarily spoil the lift, but produce little extra drag. As
a result they are NOT speed limiting. They are usually much
less effective than airbrakes and can cause significant trim
changes when deployed. Spoilers are usually spring loaded to
close when the operating lever is released.
If the glider has a wheel brake it may be connected to the
airbrake/spoiler lever and adjusted to operate once the
airbrakes/spoilers have been fully deployed.
Airbrakes and spoilers may produce rudder and/or elevator
buffet during use.
The right lever?
The way in which some GRP gliders have been designed means
that the airbrake and undercarriage levers are on the same side
of the fuselage, and sometimes close enough together to make
it very easy to get hold of the wrong one. Over the years this
has resulted in a number of accidents, some serious. These have
usually involved single seaters, so the major implications are for
going solo and type conversion.
It is worth pointing out to trainees that the problem exists, and
that it's more likely in some gliders than others - the ASW series
seems particularly prone to this type of mistake. Landing tends
to be a stressful time, relatively speaking, so checking that
you've actually done what you thought you did already may not
be the most obvious action. It may also be that you're new to
retractable undercarriages, so that in terms of what you've
previously flown, the lever you're holding onto just 'has' to be
the airbrake!
In general, if you 'open the airbrakes' and nothing happens to
the descent rate, then it is quite likely you're cycling the
undercarriage up and down instead. The least complicated way
to avoid this potentially costly mistake is to look briefly at the
lever before you take hold of it.
In the ASW series the airbrake lever hangs down and the
undercarriage lever sticks up. In addition, unlike the
undercarriage lever - which can only be moved sideways in or
out of the detents at the end of its travel - the airbrake lever can
be swivelled away from the cockpit side at any point, through at
least 90°, and can't be locked in the most rearward position.
© British Gliding Association 2017
 Edition 4
AIRBRAKES AND SPOILERS
UPPER AIR EXERCISE
Effects of Airbrakes
Rapid height losses will occur during these exercises, so
precede them with a lookout at least as thorough as the one
before spinning.
C the instructor sets up and trims for the approach speed,
then releases (but guards) the stick, and opens the
airbrakes. He draws attention to;
  any changes in speed or attitude that occur
  increased rate of descent indicated on the variometer
  any elevator and/or rudder buffet
C he closes the airbrakes, still not holding (but guarding)
the stick, and draws attention to:
  any changes in speed or attitude
  the reduced rate of sink indicated by the variometer
C the instructor then demonstrates flying at the approach
speed and operates the airbrakes, this time maintaining a
constant airspeed. He draws attention to:
  the need to change the glider’s attitude using the
elevator to maintain speed when the brakes are open
  the need to change the glider’s attitude again to
maintain a constant speed when the brakes are closed
C the instructor then flies the glider at the approach speed
with the trainee opening and operating the brakes over
their entire range, and closing and locking them. Draw
attention to:
  any tendency for the brakes to suck out
  the force required to move the airbrake lever -
comparing the air loads to those on the ground
ž the force required to close and lock the airbrakes.
C the trainee should then practice maintaining an approach
speed while unlocking the airbrakes and operating them
smoothly over the full range, including locking them
closed again.
Note: if the forces required vary significantly within the normal
range of approach speeds, the exercise should be repeated at
different speeds. Some mention should be made of the fact that
these loads vary from glider to glider.
C the trainee should dive the glider towards maximum
manoeuvring speed (VA), and then smoothly and fully
open the airbrakes to check the operating forces when
they are used for speed limiting.
Section 2
July 2017
C during subsequent approaches prompt the use and
adjustment of the airbrakes.
DE-BRIEFING
C the effect of the glider’s speed on the airbrake operating
forces and the need to keep one’s hand on the airbrake
lever to prevent the airbrakes sucking out beyond the
desired position.
C the effect of the airbrakes on the glider’s speed and the
need to coordinate them with the elevator.
C the need for more frequent speed monitoring when
using airbrakes.
C the need to use the airbrakes if the speed is accelerating
unintentionally through maximum manoeuvre speed.
ADVICE TO INSTRUCTORS
Allow the trainee sufficient practice to be able to
manage the basic coordination of elevator and airbrakes.
It is an essential lead-in to learning judgement using the
Reference Point. [See Reference Point (RP), chapter 12].
The large sink rates involved in this exercise inevitably cost
height, so plan the flight with care. Make sure that there is no
possibility of descending onto any other aircraft during the
exercise.
The trainee needs to experience the airbrake control forces at
speeds well in excess of the approach speed in preparation for
either:
C opening them in an uncontrolled dive situation
C after failing to control the speed during an approach,
which may lead to difficulties in closing the brakes. This is
a potentially critical safety point that might become
relevant only later, when converting to a new type.
Spoilers
The differences between airbrakes and spoilers are identified in
the briefing, and the flying exercises will need modifying to
emphasis these points. The speed limiting dive is inappropriate
because spoilers are not speed limiting.
After the airbrake exercise and before teaching the approach
reference point technique, allow the trainee to practice
airbrake/elevator coordination and speed control. This should
be during the approach and landing. Prompt for their use, if
required.
Trainees converting from gliders with spring loaded spoilers to
one with airbrakes must be reminded not to let go of the
airbrake lever unless it is locked closed.
11-2 © British Gliding Association 2017
Edition 4 July 2017
AIRBRAKES AND SPOILERS

COMMON DIFFICULTIES

When converting aeroplane pilots to gliding, be aware that

they:
C are used to far longer and shallower approaches than are
safe for gliders, and consequently won’t be concerned
about them
C may treat the airbrake lever like a throttle and C may associate closing the airbrakes with opening the
automatically move it back (closing the throttle) for throttle and maintaining height or climbing. In gliders this
landing usually leads to disaster.

Section 2 11-3 © British Gliding Association 2017

© British Gliding Association 2017